As with any area of work, assessors must work within the boundaries of the law and professional values. There are vast number of laws, directives and professional ethics; they are constantly changing or being updated. Every organization will have its own policies and procedures relating to these legal aspects and there are some differences in requirements, depending upon the age of learners and environment.

This course will try and cover the main aspects; every assessor remains accountable for their own familiarisation with how to remain compliant. Every opportunity should be taken to ensure that you are up to date.

The main acts and rules

Health & Safety at Work Act (1974)

Everyone has a responsibility for the safety of themselves and others. Therefore, rules must be followed and safe practices adhered to, you should demonstrate a model of best practice, lead by example. There are additional rules relating to taking learners on educational visits following a series of tragic accidents.

All activities have an element of risk, some more so than others. It is the assessor’s responsibility to assess the level of the risk, establish practices to minimize risk and record such activities.

Child Protection Guidelines

Recent high-profile cases have brought about the necessity to introduce legislation and guidance on protecting children and vulnerable adults against inappropriate behavior. Each organisation should exercise their functions with a view to safeguarding and promoting the welfare of children (Protection of Children Act, 1999).

Mandatory Criminal Records Bureau (CRB) checks are required of assessors working with children and vulnerable adults. The Government holds lists of those deemed unsuitable to work with these groups and organisations should check these before appointing staff. You may also find that some learners, for example child care students, are checked before embarking on their course of study. This is ‘due diligence’ on behalf of the organisation, who may send these learners into work placement in nurseries and the like.

Disability Discrimination Act (1995 and onwards)

This act gives disabled people the right to employment, education and other services. Part 3 (2004) legislated that businesses must take reasonable steps to modify physical features that may cause barriers. Part 4 (2005) extends this to include educational establishments.

Copyright guidelines

Copyright guidance protects the originators of material against plagiarism and compromising intellectual ownership. Materials includes books, newspapers, journals, material downloaded from the internet, broadcasts – in fact anything which is not your own original material. It is against the Copyright, Designs and Patents Act 1998, and the subsequent amendment of 2003, to reproduce material in any way without acknowledging the originator. During research this means using a system like Harvard referencing to cite the sources. In order to devise a system of paying royalties to originators, the Copyright Licensing Agency (CLA) offers licences to educational establishments so that assessors can photocopy information for their learners. Usually, close to every photocopier there is a charter explaining how much can be reproduced.

Exercise caution when photocopying anything, as the CLA can carry out spot checks and could go through filling cabinets to check that information is not being used illegally copied. Always state the originator’s name, even if it’s a handout devised by a colleague.

Data Protection

The Data Protection Act (1998) requires any organisation that holds any data on individuals, electronic or...

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1.2 Key concepts and principles
Key concepts and principles of assessment is for learner, trainer/assessor, organisation and employer to find out what skills need to be learnt by learner what type of training and assessment needs to be followed. It is general knowledge that in order to evaluate the students’ performances we need to use a variety of of assessment methods. Assessment is an integral part of the teaching and learning process as it focuses on the ‘assessment of learning ‘.Brown 2004 indicates that an assessment or test is a method used to measure a person’s ability, knowledge or performance in a given area .Therefore the main aim is to develop and select assessment tasks which allow us to measure students skills in terms of fluency, accuracy, appropriateness and complexity and provide ‘next step learning ‘for student and assessor. Blooms taxonomy states psychomotor is = physical, skills and do. Affective is =feeling, emotions, attitude and feel, cognitive is= intellect, knowledge and think.
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...learner achievement
• Recording assessment decisions
• Give constructive feed back
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Principles of Diversity, Equality and Inclusion in Adult Social Care Setting
1.1 Define what is meant by:
Diversity
Equality
Inclusion
Discrimination
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Equality - is fair treatment and access opportunities for all regardless of differences like their ability, culture, race, gender, religion, sexual orientation, or any other group characteristic.
Inclusion - is to embrace all people regardless of race, gender, age, ability etc. its about recognising that we are one and not all the same and to have a sense of belonging.
Discrimination - is an unfair or unequal treatment of an individual or group on the grounds of age, gender, ability, race etc. its being disadvantaged or excluded in the same situation.
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...learner's course. Initial assessment provides information needed to decide on the learner's starting point and enables the assessor to ensure the learner is enrolled on the correct course. Initial assessments also work as a benchmark from which learner's progress and achievement can be measured.
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1.2 Define the key concepts and principles of assessment
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...﻿HSC 036
Promote person centred approaches in health and social care
Title
HSC 036
Promote person centred approaches in health and social care
Level
3
Credit value
6
Learning outcomes
The learner will:
Assessment criteria
The learner can:
1. Understand the application of person centred approaches in health and social care
1.1 Explain how and why person-centred values must influence all aspects of health and social care work
1.2 Evaluate the use of care plans in applying person centred values
2. Be able to work in a person-centred way
2.1 Work with an individual and others to find out the individual’s history, preferences, wishes and needs
2.2 Demonstrate ways to put person centred values into practice in a complex or sensitive situation
2.3 Adapt actions and approaches in response to an individual’s changing needs or preferences
3. Be able to establish consent when providing care or support
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3.3 Explain what steps to take if consent cannot be readily established
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201 Understand employment responsibilities and rights in health, social care or children and young people’s settings
201.1
Know the statutory responsibilities and rights of employees and employers within own area of work
Assessment Criteria
1.
List the aspects of employment covered by law
Minimum wage, Hours worked, Discrimination, Health and safety, Holiday entitlements, Redundancy and dismissal, Training, Disciplinary procedures, Union rights and consultation, among many others. Labour law covers the deal between employee and employer. Health and safety laws cover the work conditions, and minimum wage and other laws set basic compensation levels.
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2.
List the main features of current employment legislation
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3.
Outline why legislation relating to employment exists
To regulate the relationship between employers and their employees, to establish minimum standards and equality of treatment for all workers. to protect all workers, employers.
4.
Identify sources and...

...﻿
Unit 4222-203 Introduction to equality and inclusion in health ,social care or children's and young people's settings (SHC-23)
OUTCOME 1 Understand the importance of equality and inclusion.
1.Explain what it is diversity,equality,inclusion,discrimination.
Diversity – is in the service users houses I work -there are men and women and a range in ages too.Each will have their own personal experiences and preferences,for example - for food and activities,different attitudes;for example – to staff and servise users ,beliefs,health status and intellectual ability.These differences make up diversity.
Equality – equality means treating everyone fairly and making equal opportunities available- this also involves respecting individuals.
Inclusion – inclusion involves making the individual the centre of their life,involving them in everything that is about them,so that they are actively involved in all aspects of their life,care and support.
Discrimination - negative prejudices develop against people who are different in some way. Discriminatory behaviour results in unfair ,unjust treatment.It could be done against those who are different with respect to their age, sex, nationality, ethnic background, religion, ability, financial status and size.
2.Describe ways in which discrimination may deliberately or inadvertently occur in the work setting.
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